Study: Remote learning a ‘primary driver’ of widening achievement gaps

A new working paper analyzed testing data from 2.1 million students in 49 states plus D.C. and found that “remote instruction was a primary driver of widening achievement gaps.” The Center for Education Policy Research at Harvard University, the National Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research, and NWEA, a nonprofit research and educational services provider, collaborated to write “The Consequences of Remote and Hybrid Instruction During the Pandemic.” The paper follows mounting research that pivoting to remote learning harmed students’ mental health, according to the Centers for Disease Control and Prevention, while annual learning assessments displayed suffering reading and math grades.
Source: Parsons Sun